166 research outputs found

    Unveiling Gender Differences in Psychological Well-being and Rational Beliefs Among Eating Disorder Patients

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    Introduction: Compromised psychological well-being and self-acceptance, in particular, are known to play a central role in eating disorder (ED) symptomatology, having important implications for treatment and recovery. Despite rising rates of EDs in males, no studies have examined gender differences in psychological well-being as well as in possibly associated adaptive rational beliefs. Methods: Consecutively screened ED outpatients (females=132; males=16) and age-matched control male participants (n=27) completed the Psychological Well-being scales (PWBS) and the Attitudes and Beliefs Scale (ABS-2). The Eating Disorder Inventory 3 (EDI-3) was administered to patients only to assess ED risk and general psychological maladjustment. MANOVA were run to compare male controls with male ED outpatients, and male with female ED outpatients in all psychological measures. Correlational analyses between rational beliefs and PWB dimensions were conducted separately for male and female ED patients. Results: Compared to controls, male ED patients exhibited significantly lower PWB-environmental mastery, PWB-personal growth and PWB-positive relations. Significant differences did not emerge in ABS-2-rational beliefs. Male ED patients exhibited greater PWB impairment in personal growth and positive relations and no significant differences in ABS-2 rational beliefs compared to female ED patients, when adjusting for ED general psychological maladjustment. Conclusions: Male ED patients have impaired PWB levels compared to healthy male controls, with PWB alterations specifically different from those of female ED patients. Given the emergent gender differences, adopting therapeutic strategies that can foster a sense of personal selfgrowth and improvement in social functioning and enhancement of social life is warranted for male ED patients specifically

    Comprehensive Cognitive Disputing in RET

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    Assessment and Treatment of Anger as a Clinical Problem

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    Cognitive Therapy for Childhood Depression

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    Teaching Empirically Based Interventions to Doctoral School Psychology Students

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    Rational-Emotive Assessment of School Aged Children

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    Can We Achieve an Integrative Science and Practice of Psychotherapy?

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    Reflection on My 32 Years with Albert Ellis

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    Cognitive Therapy with Children

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    A Rational-Emotive Model of Assessment

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